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Common Core State Standards
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  1. Common Core State Standards Writing Grades K, 1, and 2 SNRPDP

  2. Argument (Opinion) WritingCommon Core Standards Grade K 1. Move to using a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…). Grade 1 1. Move to writing opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Grade 2 1. Move to writing opinion pieces in which they introduce the topic of book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SNRPDP

  3. Argument (Opinion) • In your small group, look at the comparison chart of the same standards in grades K, 1, and 2 for argument (opinion) writing. • What similarities and differences do you see between the standards? • What scaffolding or spiraling do you notice? • What differences in rigor do you notice when comparing the new CCSS to the old Nevada standards? SNRPDP

  4. Argument (Opinion) Writing What is argument (opinion) writing? Develop a group definition. SNRPDP

  5. Argument (Opinion) Writing What is argument (opinion) writing? Writing that attempts to convince others or calls them to action by providing evidence that supports a claim or an opinion Persuasive Writing Definition, CCSD ELA/Reading Glossary, CEF, XII - 5 SNRPDP

  6. Argument (Opinion) Writing What is argument writing? Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. Turn to page 23 in Appendix A for the full CCSS definition. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix A: Research Supporting Key Elements of the Standards Glossary of Key Terms SNRPDP

  7. Argument (Opinion) Writing The Special Place of Argument in the Standards Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix A: Research Supporting Key Elements of the Standards Glossary of Key Terms SNRPDP

  8. Argument (Opinion) Writing A Pro/Con Chart • Help form arguments (opinions) • To show students the importance of having sound reasons • Explore all possible reasons Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8 by Lynne R. Dorfman and Rose Cappelli SNRPDP

  9. Argument (Opinion) Writing A Pro/Con Chart Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8 by Lynne R. Dorfman and Rose Cappelli SNRPDP

  10. Argument (Opinion) Writing “If you want a book about penguins that will be a big hit with first graders, then Tacky the Penguin by Helen Lester is the book you should read. First, most first graders enjoy funny characters, and Tacky is hilarious. He wears ridiculous clothes and he always does the wrong thing which gets him in a lot of trouble. Second, even though you can’t learn facts about penguins from this book, it would be an easy story for first graders to understand. For those reasons you should read Tacky the Penguin to the first graders. But be careful because they might start laughing too loud!” Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8 by Lynne R. Dorfman and Rose Cappelli SNRPDP

  11. CCSS Writing Samples Thinking about the standards we’ve covered… What evidence do you see of these standards in the writing models from the Common Core Standards? (Turn to Appendix C) Discuss at your groups. SNRPDP

  12. CCSS Argument (Opinion) Writing Samples SNRPDP

  13. 10 Minute Break SNRPDP

  14. Food for Thought • What is one new idea you learned pertaining to argument (opinion) writing from the new CCSS? SNRPDP

  15. Informative/Explanatory WritingCommon Core Standards Grade K 2. Move to using a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic. Grade 1 2. Move to writing informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Grade 2 2. Move to writing informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SNRPDP

  16. Informative/Explanatory Writing What is informative/explanatory writing? Develop a group definition. CCSD ELA/Reading Glossary, CEF, XII - 5 SNRPDP

  17. Informative/Explanatory Writing What is informative/explanatory writing? The form of non-fiction writing that informs or explains Expository Writing Definition, CCSD ELA/Reading Glossary, CEF, XII - 3 SNRPDP

  18. Informative/Explanatory Writing What is informative/explanatory writing? Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Turn to page 23 in Appendix A for the complete definition. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix A: Research Supporting Key Elements of the Standards Glossary of Key Terms SNRPDP

  19. Informative/Explanatory Writing Question/Answer Book This lesson or unit of study focuses on a “learn by doing” series of reading and writing activities. As a class, students list what they know about a topic (such as insects), prompted by examining pictures in a book about the topic. Students pose questions they have about the topic, again using picture books as a visual prompt. Students then search for answers to the questions they have posed, using Websites, read-alouds, and easy readers. www.readwritethink.org SNRPDP

  20. Informative/Explanatory Writing Question/Answer Book Periodic reviews of gathered information become the backdrop to ongoing inquiry, discussion, reporting, and confirming information. The lesson culminates with the publishing of a collaborative question and answer book which reports on information about the chosen topic, with each student contributing one page to the book. www.readwritethink.org SNRPDP

  21. Informative/Explanatory Writing Question/Answer Book www.readwritethink.org SNRPDP

  22. Informative/Explanatory Writing Question/Answer Book www.readwritethink.org SNRPDP

  23. Informative/Explanatory Writing Question/Answer Book www.readwritethink.org SNRPDP

  24. CCSS Writing Samples Thinking about the standards we’ve covered… What evidence do you see of these standards in the writing models from the Common Core Standards? (Turn to Appendix C) Discuss at your groups. SNRPDP

  25. CCSS Informative/Explanatory Writing Samples SNRPDP

  26. Research WritingCommon Core Standards Grade K 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 8. Continue, with guidance and support from adults, recalling information from experiences or gathering information from provided sources to answer a question. Grade 1 7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 8. Move to recalling information from experiences and gathering information from provided sources to answer a questions, with guidance and support from adults. Grade 2 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 8. Move to recalling information from experiences or gathering information from provided sources to answer a question. SNRPDP

  27. Research • In your small group, look at the comparison chart of the same standards in grades K, 1, and 2 for research writing. • What similarities and differences do you see between the standards? • What scaffolding or spiraling do you notice? • What differences in rigor do you notice when comparing the new CCSS to the old Nevada standards? SNRPDP

  28. Informative/Explanatory Writing How To Books Units of Study, Lucy Calkins SNRPDP

  29. Research Writing How To Books – What’s Key? • How To books teach people something • Kids need to look at a lot of examples of How To books before they write – immerse them in How To Books • Brainstorm a lot of How To ideas • Model how to write How To books Units of Study, Lucy Calkins SNRPDP

  30. Research Writing How To Books – What’s Key? • Kids need time to plan out their steps before they ever begin writing • Show how to use How To paper • Give students time to check their directions – did they leave anything out • Use text models to teach “helpers” in How To books (such as pictures, numbering the steps, and creating a title) Units of Study, Lucy Calkins SNRPDP

  31. Research Writing Title that says this is a How To book Gail Gibbons’ The Pumpkin Book is an excellent mentor text. Numbers for each step Pictures that teach Cautionary message Units of Study, Lucy Calkins SNRPDP

  32. Research Writing Anchor Charts to Consider When Teaching How To Books Units of Study, Lucy Calkins SNRPDP

  33. Research Writing Anchor Charts to Consider When Teaching How To Books Units of Study, Lucy Calkins SNRPDP

  34. Research Writing How To Books…You Never Know What You’re Going to Get… SNRPDP

  35. Research Writing How To Books…You Never Know What You’re Going to Get… SNRPDP

  36. Research Writing How To Books…You Never Know What You’re Going to Get… SNRPDP

  37. Research Writing How To Books…You Never Know What You’re Going to Get… SNRPDP

  38. Research Writing How To Books…You Never Know What You’re Going to Get… SNRPDP

  39. Research Writing Last, but not least… SNRPDP

  40. Reflection – Final Countdown • Purpose:  To engage students in reflecting, evaluating, and integrating their learning • Description: This activity emphasizes the important role that reflection plays in the learning process. Final Countdown provides learners with a framework for reflection, evaluation, and integration of new knowledge into previously learned material. Instructional Strategies for Engaging Learners Guilford County Schools TF, 2002 SNRPDP

  41. Reflection – Final Countdown Topic: Common Core State Standards in Writing K-2 Instructional Strategies for Engaging Learners Guilford County Schools TF, 2002 SNRPDP

  42. SNRPDP